Date of Award
6-2015
Culminating Project Type
Thesis
Degree Name
Applied Behavior Analysis: M.S.
Department
Community Psychology, Counseling and Family Therapy
College
School of Health and Human Services
First Advisor
Eric Rudrud
Second Advisor
Kimberly Schulze
Third Advisor
John Burgeson
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Abstract
One of the defining characteristics of autism spectrum disorders is the marked delay in or absence of functional language and as such, children with autism often lack of have a deficient intraverbal repertoire. Intraverbal behaviour is typically taught expressively. Rates of acquisition can also be affected by the level of discrimination required in order to answer questions correctly. As such, Eikeseth and Smith (2013) suggested teaching intraverbal behaviour receptively. The current paper conducted a direct comparison of acquisition and maintenance rates of intraverbal behaviour using two teaching techniques: Receptive teaching and Expressive teaching using tact prompts. Results found that Receptive teaching required significant fewer teaching trials with spontaneous generalisation to the expressive format.
Recommended Citation
Taylor, Jennifer C., "Teaching Intraverbal Behaviour to Children with Autism: Comparing the Effectiveness of Expressive vs. Receptive Teaching" (2015). Culminating Projects in Community Psychology, Counseling and Family Therapy. 6.
https://repository.stcloudstate.edu/cpcf_etds/6
